20 de Enero de 2018
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Colección: Trends for a common future
Autor: Noel F. McGinn
Título: Toward International Cooperation in Education for the Integration of the Americas

Implications of the New Industrial Paradigm for Education

These changes translate into specifications for the knowledge, skills and values required to maximize worker contribution to technological innovation on the job. These specifications determine how places of teaching-learning should be organized and the kind of teaching that will be most effective. While schools will still have to give students grounding in the concepts and facts of the disciplines, much more attention will be given to teaching methods of learning. Much more use will be made of self-instruction as the preferred method for learning basic concepts and facts. Teachers will provide directions to bodies of knowledge, but will place greater emphasis on applications. Students will spend relatively less time on fact acquisition and more time on experiential learning.

Greater emphasis will be given to learning at the work site, whether it be a factory or hospital or courtroom or boardroom (Ojeda Delgado, 1994). Group learning will be privileged over individual learning. Emphasis will be more on the diversity of perspectives that can be brought to solve problems, than on identification of a single correct or best approach. Non-cognitive methods of expression will be encouraged to stimulate creativity in the solution of “messy” problems, and to facilitate communication. This will require changes in student assessment procedures, in the direction of “portfolio” and performance assessment.

Attention to applications of knowledge will increase inter-disciplinary work. Over time this will lead to a blurring of disciplinary lines and the creation of new disciplines that are amalgams of present ones (Gibbons et al., 1994; Moctezuma, 1994). This kind of teaching and learning emphasizes construction of knowledge through action over discovery of existing fact. Purpose defines the value of knowledge, and subjectivity becomes as important as objectivity. Because most problems require group action, inter-subjectivity, that is shared understanding of both fact and purpose, is essential.

[INDEX] [Presentation] [Introduction] [The Evolution of International Cooperation in Education in the Americas] [Cooperation After Nationalism] [International Cooperation as Supranationalism] [Cooperation for International Development] [Resistance to Aid] [Cooperation as Collaboration within Latin America] [Cooperation as Structural Adjustment] [The Current Situation of Education in the Americas] [Current Status of Education] [Summary] [Current Forms of International Cooperation] [Aid as a Form of International Cooperation] [Varieties of Aid] [Uniformization as a Consequence of Aid] [Aid or Assistance from Bilateral and Multilateral Organizations] [Cooperation by Transnational Corporations] [Aid and Assistance from NGOs] [Aid by Philanthropic Foundations] [Aid Mediated through Educational Institutions] [International Cooperation in the Form of Collaboration] [Examples of Collaboration in Higher Education] [Obstacles to International Collaboration in Higher Education] [Examples of Collaboration Between Non-governmental Organizations] [Other Instances of Collaboration] [Summary] [Globalization and International Cooperation] [The New Industrial Paradigm] [Implications of the New Industrial Paradigm for Education] [The New Development Model] [An Outline of a New Paradigm for Education] [Alternative Approaches to International Cooperation in Education] [An Example of Regional Collaboration to Develop a New Paradigm] [Notes] [References]